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Garrison, D and Vaughan, ND (2007) Blended Learning in Higher Education:Framework, Principles, and Guidelines. San Francisco: Jossey-Bass Publishers.Heinze, A and Procter, C (2004) Reflections on the Use of Blended Learning. Paperpresented at 2nd Education in a Changing Environment conference 13–14 September2004, University of Salford, UK. Available online at http://usir.salford.ac.uk/1658/Hiebert, J, Gallimore, R and Stigler, JW (2002) A knowledge base for the teachingprofession: What would it look like and how can we get one? Educational Researcher31/5: 3–15.IATEFL Leadership & Management SIG. Available online at http://eltm.iatefl.org/International Diploma in Language Teaching Management (IDLTM). Available online atwww.icte.uq.edu.au/idltmOwston, RD, Sinclair, M and Wideman, H (2008) Learning for professionaldevelopment: an evaluation of a program for middle school mathematics andscience teachers. Teachers College Record 10/5: 1033–1064. Available online atwww.tcrecord.org/content.asp?contentid=14668Robbins, S and Judge, T (2012) Organizational Behaviour. Harlow: PearsonEducation Limited.White, R, Martin, M, Stimson, M and Hodge, R (1991) Management in English LanguageTeaching. Cambridge: Cambridge University Press.White, R, Hockley, A, van der Horst Jansen, J and Laughner, M (2008) From Teacherto Manager: Managing Language Teaching Organizations. Cambridge: CambridgeUniversity Press.Blended learning: The IDLTM experience | 99
100 | Blended learning: The IDLTM experience
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Blended Learning in EnglishLanguage
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ISBN 978-0-86355-706-4© British Co
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ForewordJohn Knagg obeIn recent yea
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AcknowledgementsWe would like to th
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PrefaceClaire WhittakerWhen I took
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10 |
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Table 1: Taxonomy of terms related
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control and choice); cost effective
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3. components need to be appropriat
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Unfortunately the study does not sp
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Regardless of the variety of sugges
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Hocutt, R (2001) The Second e-Learn
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24 | Introduction
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26 |
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Advanced level students are expecte
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Preliminary student-led discussions
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labs with data projectors provide t
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Ramachandran, S (2004) Integrating
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The coursesThe two EAP courses take
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What we blendBy 1993 we were alread
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discussions going during such disru
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42 | Blended learning in English fo
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Why blend?The decision to offer thi
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to complete during the before, whil
Page 51 and 52: In addition, there are a number of
Page 53 and 54: Turgut, Y (2009) ‘EFL learners’
Page 55 and 56: ■■English for Academic Purposes
Page 57 and 58: Figure 1: Stages of the incorporati
Page 59 and 60: Table 3: Schedule for Unit 1Week Un
Page 61 and 62: Internet - links and WebQuests:Some
Page 63 and 64: ReferencesAllan, M (1985) Teaching
Page 65 and 66: My advice to intending EAP course d
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Page 69 and 70: Designing the blendAs described ear
Page 71 and 72: So in this way participants move fr
Page 73 and 74: first-hand experience on which they
Page 75 and 76: Generating peer-to-peer interaction
Page 77 and 78: 74 | A blended learning teacher dev
Page 79 and 80: ■■■■packages, setting up on
Page 81 and 82: Clearly there are advantages to hav
Page 83 and 84: Lessons learnedWhen deciding what p
Page 85 and 86: ReferencesOsguthorpe, RT and Graham
Page 87 and 88: The learner and the contextAlthough
Page 89 and 90: typically involve writing or applyi
Page 91 and 92: where possible, to bring them toget
Page 93 and 94: 90 | Reversing the blend: From onli
Page 95 and 96: ■■A one-week online simulation
Page 97 and 98: Online phase activitiesBoth asynchr
Page 99 and 100: in the form of a word processed doc
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Page 107 and 108: Figure 3: The homepage in a Module
Page 109 and 110: Figure 5: The projects page carries
Page 111 and 112: ConclusionA blended training course
Page 113 and 114: Appendix 1Extract showing first thr
Page 115 and 116: ■■■■Cambridge ESOL was repo
Page 117 and 118: ■■Including later units on, for
Page 119 and 120: The rationale behind the blendThe k
Page 121 and 122: Figure 2: An example screen from a
Page 123 and 124: environment and to meet the student
Page 125 and 126: ■■■■■■■■Fine-tuning
Page 127 and 128: 124 | The Cambridge CELTA course on
Page 129 and 130: teacher development courses should
Page 131 and 132: 128 | Comments on Part 2
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Page 135 and 136: Facilities and available technology
Page 137 and 138: pairs and groups on collaborative t
Page 139 and 140: 2006) and are good revision tools (
Page 141 and 142: mobile phones via Bluetooth from my
Page 143 and 144: 140 | Blended learning: podcasts fo
Page 145 and 146: The face-to-face aspect of the cour
Page 147 and 148: The course covers listening, speaki
Page 149 and 150: latest, most secure and flexible pr
Page 151 and 152: not so much for language improvemen
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the reader/listener as customer) an
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Procter, C (2003) Blended Learning
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14A longitudinal case study ofthe
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In the next version (v3) of the cou
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of a blend in Collis and Moonen’s
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of telecoms engineers, but it was w
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15Using a wiki to enhance thelearni
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The ‘history feature’ which can
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Figure 4: Student created listening
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Teaching methodologyThe blended des
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Figure 8: Student reaction to probl
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Lund, A (2008) Wikis: a collective
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16A military blendClaire WhittakerI
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Figure 1: How the modes complement
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sequence during a day. We believed
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REWARD (Greenall, 2002) is not expl
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Greenall, S (2002) Reward CD-ROM. O
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Comments on Part 3Brian TomlinsonOn
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Part 4 - English as aForeign Langua
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17A thinking-based blendedlearning
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In each of the above parts, the lea
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Figure 1: Cycle of working with gra
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Model by JP, Form 10StructureDidWas
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Recommendation 2Ensure that the onl
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Sokol, A (2008) Development of Inve
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18A blended learning approachto sof
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input and answer questions that had
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unenthusiastic. There should theref
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19Students’ CALLing: Blendedlangu
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The students were taken to the comp
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When considering blended learning,
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20Lessons in blended learning:Imple
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had to find a way around the cost o
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In July 2011, teachers and particip
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Sharma, P and Barret, B (2007) Blen
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Comments on Part 4Brian TomlinsonTh
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ConclusionClaire Whittaker
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ConclusionIn this chapter a list of
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Under each of the above headings wi
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What are the limiting factors?Altho
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Table 5: Time spent on each modeBlo
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as being optional, which allows the
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We were fortunate in Bosnia and Her
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changing, as learners’ engagement
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with a willingness to use technolog
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Dudeney, G and Hockly, N (2007) How
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Appendix 1 -Questions for blendedle
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Contributors
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ContributorsPeter Aborisade lecture
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Jody Gilbert taught in post-seconda
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Juanita Pardo-González (BA Hons in
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The British Council is pleased to o
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